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The S.P.E.E.C.H. of the Battles of the Civil War (focusing on Harper’s Ferry, Antietam, and Gettysburg)

September 11, 2013

The S.P.E.E.C.H. of the Battles of the Civil War (focusing on Harper’s Ferry, Antietam, and Gettysburg)

Nancy Ohmart

Ages 6th grade-8th Grade

TIME ALLOWED:

5-7 Days

RESOURCES:

  1. http://www.archives.gov/publications/prologue/2010/spring/newnation.html
  2. http://www.nps.gov/resources/story.htm?id=251
  3. www.civilwar.org/education/history/civil-war
  4. Minetor, Radi, “Gettysburg,” Morris Book Publishing, LLC, CT., 2009.
  5. Parzych, Cynthia, “Antietam,” Morris Publishing, LLC, Ct., 2009.
  6. Reardon, Carol and Vossler, Tom. “A Fieldguide to Gettysburg,” University of North Carolina, Chapel Hill NC., 2013.
  7. Wertz, Jay, “The Civil War Experience (including audio CD), by Ballatin Books, NY, 2005.

LESSON SUMMARY:

This lesson will require students to conduct research from several websites, creating a group technological Prezi presentation. Then, students, individually, will write their own summary essay over their own analysis and synthesis of what was presented by all groups.  One of the key emphases will be group cooperation on web research which students will participate in within class time, in collaboration with the school technology instructor (our middle school students have an hour, 3 times a week, where they are receiving technology instruction within a classroom setting therefore, this would be an easy fit between our two classes). Students will be divided (by the instructor) into 6 groups (one group for each letter of the word speech). The individual groups will research the S.P.E.E.C.H. of the American Civil War (meaning they will research the social, political, economic, environmental, cultural, and historical aspects of the Civil War upon the American Populace then and HOW it reflects upon the students today). They will then be given alternative means to convey their research, either through a Powerpoint or a Prezi presentation.  The end result will be a written essay (by each student) based upon their group research AND what notes they take over the other five groups’ technological presentations. 

 

 

COMMON CORE STANDARDS:

  • CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
  • CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
  • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
  • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
  • CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
  • CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

 

Missouri Show-Me Knowledge Standards:

SS 2- Knowledge of continuity and change in the history of Missouri, the United States and the world

Missouri show-Me Performance Standards:

1.7 – evaluate the accuracy of information, questions and ideas while recognizing the perspective of others

 

GLE’s

 

Tools of Social Science Inquiry

  1.   Knowledge of the use of tools of social science inquiry

D. Use of technological tools for research and presentation

 

 

 

 

KEY TERMS:

  1.  Social – when individuals of a group interactive with each other and how they do
  2. Political – of or relating to the government and its conduct
  3. Economical – the structure or conditions of the economic life of a country and its populace/how they relate to each other
  4. Environmental – dealing with the physical or chemical factors such as the climate, soil, living things and how they change because of other factors  
  5. Cultural –the customary believes, social forms, and material traits of a race, religion, or social group
  6. Historical – a chronological record of the way of man and how they react to each other
  7. 13th Amendment –did away with slavery and involuntary servitude except for punishment for a crime
  8.  Reconstruction – rebuilding of the South
  9. Cataclysm – an event which brings great change

HISTORICAL BACKGROUND

The Civil War was the most tragic war in our American history. It has had a great impact on American life: socially, politically, environmentally, economically, culturally, and of course, historically..  Around 620,000 Americans lost their lives which approximately was equal to about 2% of the population. Brother fought against brother, father against son-in-law, tearing our American country apart, geographically and socially.

     There were many negative consequences of the Civil War upon the way of life of the American people including destruction of the geographical environment , especially in the states where most battles took  place such as Virginia and Pennsylvania.  There was also the massive destruction of industries and modes of transportation such as boats, rivers, roads, and the railroad.

     There were also  the positive, such as the country  being  reunited after about 12 years of Reconstruction. The American  federal government, under the leadership of President Lincoln proved it was more powerful than the state governments of the South who were fighting for their own States’ rights. Other positive results would be the end of slavery although it would not completely occur until the passage of the 13th Amendment.  Increase of industries after the war would also be a positive aspect for the united Union.

 

ANTICIPATORY SET:

 As students come into the classroom, hand each student an index card AND have the following quote projected upon your screen in front of the class. Mark Twain, in 1873, wrote, “The ‘cataclysm’ of the Civil War uprooted institutions that were centuries old, changed the politics of a people, and wrought so profoundly upon the entire national character that the influence cannot be measured short of two or three generations. Five generations have passed, and we are still measuring the consequences of that cataclysm”. (http://www.archives.gov/publications/prologue/2010/spring/newnation.html)

Ask students to write determine the central idea and what they believe Mark Twain’s meaning was in writing that quote. Allow students to go into depth, pulling from prior knowledge they already possess.  Explain to students, after about 5-10 minutes of discussion, that this is exactly what you are going to ask of them; to determine the effects of the Civil War upon the American Society of the 1800’s and determine how it is relevant to their own lives today.

DO NOW ACTIVITY:

 The instructor will explain the vocabulary words and give the lesson summary to their class including pertinent information from the background information.  Instructors could also show a Prezi presentation over the Civil War for a two-fold purpose: present additional information about the Civil War for the students AND to present a Prezi example if you have never utilized a Prezi within your own classroom).

PROCEDURE:

Students will be divided (by the instructor) into 6 groups (one group for each letter of the word S.P.E.E.C.H.). The individual groups will research the S.P.E.E.C.H. of the American Civil War (meaning they will research the social, political, economic, environmental, cultural, and historical aspects of the Civil War upon the American Populace then and HOW it reflects upon the students today).

  1.  Socially - how did society in the North, South, and the West interact with each other or did they? Give examples.
  2. Politically – explain the rise of the Republican Party, explain politics in the North and South and how they changed
  3. Economically – how did economies of the North, South, and /or the West change; did they change for the better or worse, explain.
  4. Environmentally – how did the war change the environment of the country, specifically in the states where most battles took place (such as Harper’s Ferry and Gettysburg).
  5. Culturally – did the war change the way of life for the American populace in the North, South, and/or West?  Explain.
  6. Historically – what effect did the war have upon the US History and how we interpret our stories? Tell the stories of how people lived through this war.  

They will then be given alternative means to convey their research, either through a Powerpoint or a Prezi presentation.  The end result will be a written essay by each student based upon their group research AND what notes they take over the other five groups’ technological presentations.

HOMEWORK:

 Students will spend 3-5 days in and out of class working in groups, researching the web, written sources, and especially primary sources to create their own form of technology called a Prezi presentation which should be about 5-10 minutes.  They will present it to the class, giving a brief introduction to the relevance of what their topic was and how they went about researching.  They should include all sources on a written bibliography page to accompany their created Prezi.

ASSESSMENT:

See first Rubric below for Prezi group presentation.

See second Rubric below for essay.

 

 

Civil War S.P.E.E.C.H. Prezi Presentation

Student Name:     ________________________________________

 

CATEGORY

4

3

2

1

Content - Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Cooperation

Group delegates tasks and shares responsibility effectively all of the time.

Group delegates tasks and shares responsibility effectively most of the time.

Group delegates tasks and shares responsibility effectively some of the time.

Group often is not effective in delegating tasks and/or sharing responsibility.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Use of Graphics

All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Originality

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Effectiveness

Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.

Includes most material needed to gain a comfortable understanding of the material; is lacking 1 or 2 key elements. It is an ok study guide.

Project is missing more than two key elements. It would make an incomplete study guide.

Project is lacking several key elements and has inaccuracies that make it a poor study guide.

 

 

Essay 


Student Name:     ________________________________________

 

           

 

CATEGORY

4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Attention Grabber

The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

 

Position Statement

The position statement provides a clear, strong statement of the author\'s position on the topic.

The position statement provides a clear statement of the author\'s position on the topic.

A position statement is present, but does not make the author\'s position clear.

There is no position statement.

 

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

 

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

 

Accuracy

All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

 

Sources

All sources used for quotes, statistics and facts are credible and cited correctly.

All sources used for quotes, statistics and facts are credible and most are cited correctly.

Most sources used for quotes, statistics and facts are credible and cited correctly.

Many sources are suspect (not credible) AND/OR are not cited correctly.

 

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

 

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

 

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

 

 

 

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